In this thesis we explored the importance that colour models have for teaching colour systematics in primary school. In the theoretical part history and theoretical nature of colour models are explored. We analyzed which colour models clearly illustrate significant colour problems such as colour mixing, contrasts, harmony and colour chords and dimensions, and in particular, how these problematics are illustrated. Based on the analysis of the curriculum and textbooks for art education in Slovenian elementary school, we also identified which colour models are used for teaching colour systematics, how they are used and which ones are not used at all. In the empirical part we first conducted an online survey among art teachers in Slovenian primary schools and identified how they teach some particular problematics of the colour systematics, which colour models they use while teaching and how they use them. Then we carried out an action research, in which I, by using different colour models, taught 8th grade students these contents in a specific way. Colour mixing, colour dimensions as well as colour harmony are included in the curriculum, but they are not taught in a way to illustrate the difference between artistic (RYB) and scientific (CMY) primary colours; also the discussion of colour dimensions does not include 3D colour models, and in the discussion of colour harmony coloured chords are not used. In action research, we therefore identified the impact of such illustration on the students' understanding. Based on the research we derived some guidelines for the use of colour models in the elementary art education.
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